2015031915034604-understanding of gender based equality and inequality

8/18/2019 2015031915034604-Understanding of Gender Based Equality and Inequality

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Gender Studies in Malaysia: HNS3073Lecture : THREEUnderstanding Gender Based Equality

and InequalityGender ga in educati!n in t"ede#el!ing c!untries$act!rs in%luence !n gender ga in

educati!n

M Sultana &la'

Se'() (0*+,(0*-


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Understanding !% Gender .ased

Equality

Gender equality can be defined numerous ways.

Generally, gender equality means equality

between men and women.Gender equality requires equal enjoyment by

women and men of socially-valued goods,

opportunities, resources and rewards.


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Understanding !% Gender .ased

Equality /!nt12

Gender equality defines that the different

behavior, aspirations and needs of women and

men should be considered and valued equally.

It does not mean that women and men have to

become the same, but that their rights,

responsibilities and opportunities will notdepend on whether they are born male or

female.


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Understanding !% Gender Based

Equality /!nt22

Another way, gender equality is the fairness of

treatment for women and men, according to theirrespective needs.

This may include equal treatment or treatment

that is different but which is considered equivalent

in terms of rights, benefits, obligations and

opportunities.


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!ncet !% Gender Equality

The concept of equality is that all human beings,both men and women, are free to develop theirpersonal abilities and mae choices without the

limitations set by stereotypes, rigid gender rolesand injustice.

According gender based equality men andwomen should receive equal treatment, and

should not be discriminated against based ongender.


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Understanding !% Gender Based

Inequality

Gender based inequality is that it is not an

individual matter, but is deep rooted in the structure

of societies.

Gender inequality is built into the organi!ation of

marriage and families, wor and the economy,

politics, religions, the arts and other cultural

productions


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!ncet !% Gender Based

Inequality

Gender inequality is built into the organi!ation of

marriage and families, wor and the economy,politics, religions, the arts and other cultural

productions.

"aing women and men equal, therefore,

necessitates social and not individual solutions.


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The #ie4 !% Internati!nal 5rgani6ati!n

!n Gender .ased Equality

Gender based equality is the one of the goals of

many international organi!ations. #very signal

goal is directed related to women$s right.Gender equality is a ey element of the human

rights system established by the international

organi!ations.

%romoting gender equality is seen as anencouragement to greater economic and social

prosperity.


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T"e #ie4 !% Internati!nal 5rgani6ati!n

/c!nt122

According to &'I(#)

*Gender equality is leveling the field for girls andwomen by ensuring that all children have equal

opportunity to develop their talents+

The &nited 'ations %opulation )und declared

*Gender equality first and foremost, a humanright.+


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The #ie4 !% Internati!nal

5rgani6ati!n /c!nt1

According &nited 'ation,

ights and freedoms shall not be limited by

persons se. All human beings are born free

and equal in dignity and rights.+ It is also

determined that without women$s equal right

as men, no nation can achieve development ina sustainable manner+


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E%%ect !% Gender Based Inequality !n

gl!.ali6ati!n

/espite many international agreements for

women$s equal rights, girls and women are still

much more liely than men to be poor, illiterate,

and have limited access than men to medical

care, property ownership, education, credit,

training and employment.


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E%%ect !% Gender Based Inequality !n

gl!.ali6ati!n

These inequalities are a constraint to

development because they limit the abilityof women to develop and eercise their full

capabilities, for their own benefit and for

that of society as a whole.


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E%%ect !% Gender Based Inequality

!n gl!.ali6ati!n /!nt22

Gender based inequality between men

and women globally effect on- Gender gap in education


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E%%ect !% Gender Based Inequality

/!nt22

Gender ga in educati!n0 #qual access to

educational opportunity is a basic human right

essential to well being. Globally, women have

less opportunity than men in education.

#specially, in developing countries, women are

far behind than men in education. Girls andwomen$s educational opportunities in many

countries continue to be limited to the cultural

settings.


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Gender ga in educati!n in t"e de#el!ing

c!untries: &n !#er#ie4

The gender discrimination and inequality are

huge in the developing countries. In most

developing countries, girls lag maredly behind

boys in education. Governments in thesecountries should favour girls when investing in

education because social returns, in terms of

child health and fertility, are higher from girls$ than

from boys$ education. ( MOHAMMAD. N, A., & NAZMUL,C., 2009; Journal of Developmen !u"#e$ %


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Gender gap in education in the

developing countries0 An

overview

According to 1orld 2an 345657 there are

significant gender disparities in education thatremain in several regions of the developing world

The "illennium /evelopment Goals emphasi!e

reducing schooling gender gaps that

disadvantage girls gender gaps in schoolingdiscriminating against females in developing

countries generally are large.


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Gender ga in educati!n in t"e

de#el!ing c!untries

IndiaPakistan

Malaysia

Bangladesh


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1omen #ducation in India

India has one of the lowest female literacy rates in Asia, although the Indian government hasepressed a strong commitment towards education

for all.Therefore, in India the overall literacy level is

increasing. /espite the improvements in literacy,there continues to be a large gap between the

literacy levels of men and of women.


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)actors behind low level of female

literacy in India 3(ont..7

Lac8 !% %e'ale teac"ers0 8ac of female teachers

is another potential barrier to girls$ education. Girlsare more liely to attend school and have higher

academic achievement if they have female

teachers. This is particularly true in highly gender-

segregated societies such as India .


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Gender gap in education in

%aistan%aistan is an international outlier in terms of gender

gaps in education.

1omen have a low percentage of participation in

society outside of the family.

The social -cultural contet of %aistani society is

predominantly patriarchal.In %aistan, the role ofculture in educating females is of vital importance.

The socio cultural norms of the rural society of

%aistan eep the girls away from school.


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Gender gap in #ducation in %aistan

3(ont..7

The gender gap in various educational indicators has

remained at very high levels in %aistan in more recent

times. This raises the question of why girls educational

outcomes are so inferior to boys.

9ne possible eplanation would seem to be that girls

receive less attention and educational ependiture than

boys in the within-household allocation of resources

The literacy rate for urban women is more than fivetimes the rate for rural women. The school dropout rate

among girls is very high almost :5 percent.


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Gender gap in education

in "alaysia

In the area of education, there are written laws

which categorically forbid discrimination againstwomen and men with regard to education.

All "alaysian have equal right to education under

the (onstitution of "alaysia. This implies that

there is no discrimination against women and men

in education.

1omen in "alaysia have made significant

progress in education.


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Gender ga in Educati!n in Banglades"

The 1orld #conomic )orum eport on Global

Gender Gap 345647 raned 2angladesh ;


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Gender ga in Educati!n in Banglades"In 2angladesh, at national level women lag behind

men in terms of literacy.

Although noteworthy achievements have been

made in female enrollment at the primary=secondary

level, progress has been very slow in tertiary leveleducation.


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)actors Influence Gender Gap in

#ducation in the developing countries

There are several factors influence on gender gap in

education in the developing countries.

9ne of the factors such s socio-cultural norms that

strongly influence gender gap in education in thedeveloping countries.


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elationship between Gender and

>ocio-cultural norms

There is a positive relation between socio-cultural belief

and gender role .

Gender is set of male and female behavioral and mental

potentials that are shaped and developed by particular

societies.


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elationship between Gender and >ocio-

cultural norms in terms of definition>ocio-culture is the anthropological sense of broad

patterns of thining, feeling and acting. "ore broadly

culture can be understood as a people$s *way of life+ or

tradition.

Gender differs the different ways that men and womenare culturally defined and evaluated. Gender is a cultural

construction.


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elationship between Gender and >ocio-

cultural norms from theoretical point of

view"any other theorists such as ?abeer, 345567, 2isnath

and #lson 36@@@7 >en and Grown3 6@;7 and 2atliwala

36@@B7 argued that gender is socially and culturally

determined.

They suggested that for achieving gender based

equality, fundamental changes are necessary in the

patriarchal social structure.


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elationship between gender

and socio-cultural norms 3(ont.7%atriarchal behavior is one ind of socio-cultural belief

that limit equality in society.

The root structure of gender inequality is often visible at

household levels which are considered within a particular

socio-cultural contet.



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developing countries0 )rom >ocio-

cultural perspectiveThe socio-cultural values and norms has a strong

influence on the issue of women education.

/ue to traditional socio-cultural practice, women

and girls are discriminated within their household.

1omen$s discriminations are reinforced by

various institutions-religious and socio-culturalwhich emphasi!e women$s discrimination in the

household.


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>ocio-cultural influence on Gender

gap in education in India!#erty : %overty one of the reason that limit

women$s education opportunity in developing

countries. Although school attendance is free, the

costs of boos, uniforms, and transportation to schoolcan be too much for poor families. %oor families are

also more liely to eep girls at home to care for

younger siblings or to wor in family enterprises. If a

family has to choose between educating a son or adaughter because of financial restrictions, typically

the son will be chosen. This is one ind of socio-

cultural practice.


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gap in education in India 3(ont..7

Lac8 !% %e'ale teac"ers0 8ac of female teachers

is another potential barrier to girls$ education. Girlsare more liely to attend school and have higher

academic achievement if they have female teachers.

This is particularly true in highly gender-segregated

societies such as India .


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gap in education in %aistan 3(ont..7

In rural %unjab, the low level of girls enrolment in school can

be viewed due to the cultural and religious norms of the

society .

The traditional societies epecting females simply to perform

household chores and to loo after the younger children

increase the chance of low parental investment in the

education of their daughters.


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gap in education in "alaysia1hile women$s enrollment at all levels of education

is comparable to men, their participation in

vocational and technical education is limited.

8abour /epartment by gender 3455


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gap in education in 2angladesh

S!ci! cultural N!r's: 2y custom a patriarchal social

system eists in 2angladesh. The traditional

patriarchal society of 2angladesh is based on class

and gender divisions. #ducation for girls is often

considered irrelevant. "ost parents would only let

their daughters learn the teaching and reciting the

Curan.


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3(ont..7D In rural areas, when a girl is born the parents usually

do not celebrate as they would do when a boy is

born.

D )rom childhood, a girl is fully aware to the fact that

her brother and she is non-permanent family

member.


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3(ont..7D H!use"!ld !#erty: Eousehold poverty and poor

financing education is another important factor that

hinders the female participation in education in this

country. The parents may withdraw them once the

demands for fees become impossible to meet.


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3(ont..7 >on preference

>on preference is well-nown to India 2angladesh, %aistan and

"alaysia . /ue to socio-cultural practice, the social system has given

high value to sons as potential providers and perpetrators of family

names.

It I is also commonly believed sons will provide all supports to

parents in their old age. 9n the other hand , daughter will marry and

move another family.


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/aughter as the non-permanent family

member

N!n9er'anent %a'ily 'e'.er: In many

families, daughters are considered as the non-

permanent family member. 2ecause aftermarried women will move another family . They

will eventually live with their husbands$ families,

and the parents will not benefit directly from

their education.


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>upport in old age

Su!rt in !ld age: "any parents vieweducating sons as an investment because thesons will be responsible for caring for aging

parents. 9n the other hand, parents may seethe education of daughters a waste of money.2ecause after marriage they will move anotherfamily. This negative parental attitudes toward

educating daughters is a barrier to a girl$seducation .


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%riority on >on$s education


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Traditional /uties

Traditi!nal duties 0 An important reason forgender bias in education is women$s traditionalrole in societies. In developing countries,women$s duty are vowed to carry out mainlydomestic wor. )or these tass do not needparticular nowledge and families perceive girl$seducation as a waste of time.


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2angladesh0 #arly "arriage #arly marriage is a common practice in rural areas of

developing . It is also one of reason for gender gap in

education.

/aughters are often married of at a very young age .

A woman, on an average, is married before reaching theage of 45 years . "ost of the parents do believe in early

marriage due to daughters$ safety.


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2angladesh0 %regnancy regnancy: %regnancy was also an issue raised that

prevented schoolgirls from completing their education.

Therefore, most of the schools are not welcoming those

pregnant women to participate in education as they may

interrupt the education process and .the teachers may

need to do etra class for them.


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!4ry: In developing countries, parents invest

the same amount of money in sons and

daughters. 2ut girls receive less education

because the money is used to endow them with

a dowry. 9n the other hand, parents educate

boys in order to assure them of higher incomes

and better wives 3with higher dowry7.

/owry as the socio-cultural norms


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/aughters with higher levels of education will

liely have higher dowry epenses as they willwant a comparably educated husband.

Eowever, education sometimes lowers the dowry

for a girl because it is viewed as an asset by the

husband$s family.

/owry 3(ont..7


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2angladesh0 eligion

Religi!n: >ome of the peoples agreed that the religion

could be easily being misinterpreted. Therefore, female

participation in education is hinder as they are supposed

not to be seen in public places or to mi up with their

opposite se.


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Another socio-cultural and religious practice

ur"a' that influence on gender gap in

education in many developing and "uslimcountries.

"any research show that the poor educational

achievement of the girls may be attributed to the

prevailing ur"a' $ystem in many countries.

%urdah 3veil7 as the socio-cultural norm

% d h 3 il7 th i lt l


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In many countries, due to %urdah related norms

womens mobility is limited.

In rural areas due of ur"a' practice women$s

movement is limited within the confines of the

homestead.

These limit women$s education opportunity

%urdah 3veil7 as the socio-cultural

norm


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2015031915034604-understanding of gender based equality and inequality

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